Little Nippers Childcare Ltd

Little Nippers Childcare Ltd

Unique reference number (URN): EY454562 Address: Mudge Way, Plympton, Plymouth, Devon, PL7 2AQ Type: Childcare on non-domestic premises Registered with Ofsted: 25/10/2012 Registers: EYR, CCR Registered person: Little Nippers Childcare Limited

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Children, including those with additional needs, typically achieve well across all areas of the curriculum from their individual starting points. They demonstrate confidence when exploring new activities and draw on prior learning to help them succeed. For example, babies are introduced to a range of musical instruments and learn how to shake and tap them to create sounds. They quickly apply this learning independently and show great pride in their achievements. Babies smile, seek out familiar adults and respond positively to praise, demonstrating their growing confidence and sense of accomplishment.

p.2

Achievement Expected standard

Children are well prepared for their next stage of learning. They are supported to become confident communicators and independent learners, enabling them to approach new experiences with confidence and resilience. As a result, children develop the knowledge and skills they need for future learning. They confidently draw on what they already know, make links between their experiences and demonstrate a positive attitude towards learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have created a positive and welcoming environment in which children feel safe, secure and valued. Children settle quickly and develop a strong sense of belonging within the setting. They form warm and secure relationships with staff, which helps them to develop confidence and engage positively in their learning. Leaders and staff are committed to inclusive practice and make appropriate adaptations to support children who may face barriers to their learning, helping them to access activities, build confidence and make progress from their starting points.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff typically have high expectations for children's behaviour and usually support them to understand routines and expectations. As a result, children behave well and are increasingly able to manage their own feelings and behaviour. They respond positively to gentle reminders from staff and show kindness, respect and consideration towards others. Children demonstrate positive attitudes towards their learning and engage well in the activities on offer. For example, toddlers confidently tidy away resources at transition times and eagerly join group activities, demonstrating that they understand and follow established routines. This helps children to develop independence and successfully manage everyday transitions throughout the day.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders understand the importance of regular attendance and the positive impact this has on children's learning and development. They monitor attendance closely and work effectively with families to promote good attendance habits. As a result, children attend regularly and benefit from the consistency of routines, relationships and learning opportunities available to them.

p.2

Children's welfare and wellbeing Expected standard

Leaders place a clear focus on promoting children's welfare and wellbeing. They have established care practices and routines that support children's emotional security, health and independence. These are implemented effectively by staff, who are respectful of children's individual needs and use care routines as valuable opportunities to build warm and secure relationships with children. For example, they smile, sing and interact gently with babies during care routines, helping them to feel safe and reassured. Staff also encourage older children to develop their independence. They model how to complete tasks, such as washing their hands, and provide visual prompts to help children follow care routines independently. Leaders and staff ensure that children with additional needs are supported effectively. Adaptations to care routines and the environment are carefully considered to meet children's individual needs, enabling them to participate comfortably and confidently in

p.3

Children's welfare and wellbeing Expected standard

Staff form very secure and positive relationships with children. They are responsive to children's individual needs and ensure that all children, including those with additional needs, feel valued, included and emotionally secure. Babies typically seek comfort from familiar adults and are quickly reassured when needed. Older children demonstrate high levels of confidence and emotional security, readily engaging with staff and their peers throughout the day. Children typically follow the routines of the day. However, transitions between mealtimes and learning experiences are not always sufficiently well organised. As a result, some children spend longer than necessary waiting between activities, which can affect their engagement and emotional wellbeing.

p.3

Curriculum and teaching Expected standard

Leaders have a clear and accurate oversight of the curriculum and the quality of teaching. They continually reflect on and refine the experiences they provide, ensuring that these are informed by current research and have a positive impact on children's learning and development. The curriculum is carefully sequenced so that children develop and build on their skills throughout their time at the setting. For example, babies develop an enjoyment of stories and songs, as staff regularly sing nursery rhymes and share books with them. As children grow older, they build on these early experiences, with pre-school children confidently retelling and acting out familiar stories.

p.3

Curriculum and teaching Expected standard

Staff support children's language development through high-quality interactions. For example, staff narrate babies' play, helping them to hear and understand new vocabulary. As children move into the toddler room, staff extend single-word responses into longer sentences and model more complex language, supporting children to develop their communication skills over time.

p.3

Curriculum and teaching Expected standard

However, opportunities to engage and extend the learning of quieter children during independent play are not always consistently maximised. As a result, occasions to further develop these children's thinking and learning are sometimes missed.

p.3

Inclusion Expected standard

Children's needs are identified promptly and monitored regularly. Leaders and staff routinely review the support provided to ensure that it accurately reflects each child's current progress and next steps in learning. They know children well and work effectively with families and other professionals to ensure that each child receives the specific adaptations they need to make progress from their starting points. As a result, children with additional needs and those known or previously known to children's social care are provided with the tools and support required to access the wider curriculum, and typically make good progress. Leaders and staff maintain high expectations for all children and ensure that additional needs do not become a barrier to participating fully in the curriculum.

p.4

Inclusion Expected standard

Leaders ensure that staff receive relevant and up-to-date training to meet the specific needs of the children they support. For example, staff have recently undertaken training in communication and language interventions, enabling them to better support children's individual communication and language needs.

p.4

Inclusion Expected standard

Children benefit from one-to-one and small-group specialist support sessions. For example, children who require additional support with mathematical concepts access focused teaching in a carefully planned learning space. This helps to minimise distractions and enables staff to provide targeted support that meets children's individual learning needs.

p.4

Leadership and governance Expected standard

Leaders have a clear vision for the setting. They regularly evaluate and reflect on the needs of children, ensuring that staff have the knowledge, training and resources required to meet their evolving needs effectively. Staff report that they are regularly provided with training opportunities and speak positively about the guidance and support they receive from leaders. Leaders accurately identify strengths and areas for development and take appropriate action to improve the quality of care and education. As a result, children benefit from a provision that continues to meet their needs.

p.4

Leadership and governance Expected standard

Parents speak positively about the setting. They describe staff as friendly and approachable and report that they build strong relationships with children. Parents state that children's needs are identified quickly and that staff work in partnership with families to provide effective support and promote positive outcomes for children. Leaders and staff work in partnership with parents to promote consistency between home and the setting. They communicate regularly to ensure that routines and support strategies are aligned, helping children to feel secure and settled. Consequently, parents report that their children are safe and well cared for.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children are happy and settled in this warm and welcoming setting. They form secure relationships with staff, who know them well and respond sensitively to their individual needs. Babies seek comfort and reassurance from familiar adults and confidently explore the environment around them. For example, during a bubble activity, babies eagerly watch bubbles float through the room, attempt to pop them and excitedly join in as staff encourage their participation. They beam with pride when staff celebrate their achievements.

p.5

What it's like to be a child at this setting

Children typically behave well and are familiar with the routines of the day. They develop increasing independence through everyday experiences. For example, older children confidently self-serve fruit at snack time, using tongs, and take responsibility for helping to tidy away resources. Children play cooperatively alongside their peers, sharing resources and ideas as they engage in imaginative play. For instance, children work together in the outdoor play kitchen to prepare pretend meals, which they proudly present to adults. Staff readily join in with children's play, prompting laughter, conversation and positive interactions. As a result, children develop strong social skills, confidence and independence. They feel safe, valued and cared for and are well prepared for the next stage in their learning.

p.5

What it's like to be a child at this setting

Children benefit from positive interactions that support their communication and language development. Staff make the most of everyday opportunities to extend children's understanding and introduce new vocabulary. For example, staff narrate children's play, ask questions and encourage them to share their ideas and experiences. Children become increasingly confident communicators and enjoy sharing books, stories and conversations with familiar adults. Children with additional needs are well supported to take part in

p.5

Address:

Mudge Way Plympton Plymouth Devon PL7 2AQ

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Little Nippers Childcare Limited activities alongside their peers. Staff adapt their practice to meet individual needs, helping all children to access learning opportunities and make progress from their starting points. As a result, children are fully included in the setting and develop confidence as learners.

p.6

Next steps

Leaders should continue to develop adult awareness of quieter children during independent play, ensuring that they make the most of the opportunities to engage and extend these children's learning. Leaders should further strengthen the organisation of transitions between mealtimes and learning experiences to minimise waiting times and support children to remain emotionally regulated and engaged throughout the day.

p.6

About this inspection

The inspector spoke with leaders, staff and parents during the inspection.

p.6

About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Register(s): EYR, CCR

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8